dc.contributor.author | Quiroga Torres, Daniel Alejandro | |
dc.contributor.author | Presiga, Ana Maria | |
dc.contributor.author | Flórez Luna, Nestor | |
dc.contributor.author | Cruz, Antonio Miguel | |
dc.date.accessioned | 2021-06-15T17:44:41Z | |
dc.date.accessioned | 2021-10-01T17:16:55Z | |
dc.date.available | 2021-06-15T17:44:41Z | |
dc.date.available | 2021-10-01T17:16:55Z | |
dc.date.issued | 2016 | |
dc.identifier.uri | https://repositorio.escuelaing.edu.co/handle/001/1576 | |
dc.description.abstract | This paper aims to measure what the students’ perceived learning outcome achievements are after finishing medical devices courses I and II. This is a pre- post-test with no control group study design. Twenty-four students doing medical devices courses I and II with a test in the simulation center of a Biomedical Engineering Program participated in this pilot study. A paper-based survey composed of a demographic and 5-point Likert (“1” is strongly disagree and “5” is strongly agree) measured the students’ perceived learning outcome achievements after exposing them to medical devices courses. A Wilcoxon signed-rank test and Mann-Whitney U Test statistics were conducted to test the two hypotheses of this study. Our analysis showed statistically significant results between the pre-survey sum mean and SD: 7.50, 1.31; and between the post-survey mean and SD: 8.56, 1.15, p=0.015, indicating the students’ perceived learning outcome achievements after putting them through medical devices courses I and II had significantly improved by the end of the courses. Also, no statistically significant results were found between the post-survey mean and SD: 4.37, 0.57 learning outcome perceptions or between the students’ actual marks mean and SD: 4.58, 0.18, p=0.28), indicating no differences between what the students perceived they had learned compared with what they had really learned. | eng |
dc.description.abstract | Este artículo tiene como objetivo medir cuáles son los logros de los resultados de aprendizaje percibidos por los estudiantes después de terminar los cursos de dispositivos médicos I y II. Esta es una prueba previa y posterior sin un diseño de estudio de grupo de control. En este estudio piloto participaron veinticuatro estudiantes de los cursos I y II de dispositivos médicos con una prueba en el centro de simulación de un Programa de Ingeniería Biomédica. Una encuesta en papel compuesta por datos demográficos y Likert de 5 puntos (“1” está totalmente en desacuerdo y “5” está totalmente de acuerdo) midió los logros de los resultados de aprendizaje percibidos por los estudiantes después de exponerlos a cursos de dispositivos médicos. Se realizaron una prueba de rango con signo de Wilcoxon y una prueba estadística de la prueba U de Mann-Whitney para probar las dos hipótesis de este estudio. Nuestro análisis mostró resultados estadísticamente significativos entre la media de la suma previa a la encuesta y la DE: 7,50, 1,31; y entre la media posterior a la encuesta y la DE: 8,56, 1,15, p = 0,015, lo que indica que los logros de los resultados de aprendizaje percibidos por los estudiantes después de someterlos a los cursos de dispositivos médicos I y II habían mejorado significativamente al final de los cursos. Además, no se encontraron resultados estadísticamente significativos entre la media posterior a la encuesta y la DE: 4,37, 0,57 percepciones de los resultados de aprendizaje o entre la media de las calificaciones reales de los estudiantes y la DE: 4,58, 0,18, p = 0,28), lo que indica que no hay diferencias entre lo que los estudiantes percibieron que habían aprendido en comparación con lo que realmente habían aprendido. | spa |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | eng | spa |
dc.publisher | Springer Verlag | eng |
dc.relation.ispartofseries | Volumen 60; | |
dc.source | https://link.springer.com/chapter/10.1007%2F978-981-10-4086-3_8 | spa |
dc.title | Teaching maintenance of medical devices in simulation centers: a pilot study | eng |
dc.type | Capítulo - Parte de Libro | spa |
dc.type.version | info:eu-repo/semantics/publishedVersion | spa |
oaire.accessrights | http://purl.org/coar/access_right/c_14cb | spa |
oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 | spa |
dc.contributor.researchgroup | GiBiome | spa |
dc.identifier.ark | 1680-0737 | |
dc.identifier.doi | 10.1007/978-981-10-4086-3_8 | |
dc.identifier.url | https://doi.org/10.1007/978-981-10-4086-3_8 | |
dc.publisher.place | Alemania | spa |
dc.relation.citationendpage | 33 | spa |
dc.relation.citationstartpage | 30 | spa |
dc.relation.indexed | N/A | spa |
dc.relation.ispartofbook | Ifmbe Proceedings | spa |
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dc.relation.references | A. Miguel-Cruz, A. Rios-Rincon, W. Rodríguez-Dueñas, N. Florez-Luna and D. Quiroga-Torres, “What is the effect of an introductory biomedical engineering course on the students’ perceptions of the engineering profession?,” International Journal of Engineering Education, vol. 32, p. 136–149, 1(A) 2016. | eng |
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dc.relation.references | I. Motola, L. A. Devine, H. Soo Chung, J. E. Sullivan and B. Issenberg, “Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82,” Medical Teacher, vol. 35, no. 10, pp. e1511-e1530, 2013. | eng |
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dc.rights.accessrights | info:eu-repo/semantics/closedAccess | spa |
dc.subject.armarc | Educación médica | |
dc.subject.armarc | Aprendizaje previo - Evaluación | spa |
dc.subject.armarc | Prior learning - Evaluation | eng |
dc.subject.proposal | Biomedical engineering | eng |
dc.subject.proposal | Engineering education | eng |
dc.subject.proposal | Medical devices | eng |
dc.subject.proposal | Simulation center | eng |
dc.subject.proposal | Ingeniería Biomédica | spa |
dc.subject.proposal | Educación en ingeniería | spa |
dc.subject.proposal | Dispositivos médicos | spa |
dc.subject.proposal | Centro de simulación | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_3248 | spa |
dc.type.content | Text | spa |
dc.type.driver | info:eu-repo/semantics/bookPart | spa |
dc.type.redcol | https://purl.org/redcol/resource_type/LIB | spa |